Gathering inputs from users from beginning of design process to look at issue with fresh lenses, by combine expert knowledge with fresh insights for policy/ programme development.
Assumptions:
a. FGDs and pilot testing are great BUT we do care about co-creation FROM THE START.
b. We CARE about how end users (students / teachers) love to own their learning.
c. And yes, we STILL CARE about rigour and standards of learning.
d. Curriculum unit rethinking how we need to evolve to better support and partner stakeholders.
Assumptions:
a. FGDs and pilot testing are great BUT we do care about co-creation FROM THE START.
b. We CARE about how end users (students / teachers) love to own their learning.
c. And yes, we STILL CARE about rigour and standards of learning.
d. Curriculum unit rethinking how we need to evolve to better support and partner stakeholders.
e. Designing as a tool to enhance a brand new experience of engagement.
Still don't get it????
Students from Ha Chong JC and Kaya Lebar Sec school are avid gamers. As avant garde in the online gaming world, they have interesting ideas on how games can help students to learn better in specific subject. Their teachers think it’s a nice idea but unsure of how to help the students realise their ideas. Folks in Curriculum and Technology units know there is potential in media literacy and role of games in learning. They think they can rope the students as experts to conceptualise and develop an educational game.
Now, what say you on this idea?
Still don't get it????
Students from Ha Chong JC and Kaya Lebar Sec school are avid gamers. As avant garde in the online gaming world, they have interesting ideas on how games can help students to learn better in specific subject. Their teachers think it’s a nice idea but unsure of how to help the students realise their ideas. Folks in Curriculum and Technology units know there is potential in media literacy and role of games in learning. They think they can rope the students as experts to conceptualise and develop an educational game.
Now, what say you on this idea?
5 comments:
one more assumption from me... it is possible for explicitly educational games to be as fun and addictive as commercial entertainment games.
This sparked an idea. At present only CPDD officers conduct workshops on Instructional materials. Maybe in future, we can invite the teachers and students of trial schools to be part of the workshop. their views will be more authentic.
Kokilavani Vassou
CPDD - LLB2 - TL Unit
If the students are co-creating the curriculum, shouldn't we ask them what they really want to learn?
I find students are always curious about their teachers' lives outside the classroom. It's almost as if they want to learn about life, rather than the facts in textbooks.
Also, we want to ask students how they want to learn. We have always assumed that talking at them is still effective (even to a small extent), when it actually may not be effective at all. That might mean re-thinking our class size and class structure.
I agree that we need to bring in other stakeholders such as prospective employers, because they will have to live with the products of our curriculum (or else find foreign talent to replace them).
Finally, I believe in going back to the essential questions of humanity as the base on which we build our curriculum - who are we? how do we relate to one another? what is this world we live in? why are we here? I think any education that ignores or forgets these questions will rapidly become irrelevant. The same goes for a curriculum that is too focused on one aspect (e.g. being rooted to Singapore specifically, rather than the importance of being rooted no matter where it is. We will just have to make sure that Singapore is worth being rooted to for enough people, that worth coming not just from material gain but from emotional and spiritual ties as well.)
Good to have dreamers as they dream up wild ideas. I like user-centred innovations. If we ask students and teachers what they wish for and collaborate with them to design IT tools, the product will certainly be more relevant to them than if CPDD officers just think up something ourselves.
Concerning asking students what they want to learn, that's fine. But we need to balance things with adults identifying what they need too. Being kids, they may not know what they don't know,which happens to the majority of our students actually...
Writing in "The World is Flat", triple Pulitzer Prize winner, Thomas Friedman, describes how a mobile, digitised world will result in the "creation of a global Web-enabled playing field that allows for multiple forms of collaboration - the sharing of knowledge and work - in real time, without regard to geography, distance, or, in the near future, even language...(with)new players, on a new playing field, developing new processes and habits for horizontal collaboration...in the twenty-first century." In "Wikinomics", Tapscott and Williams paint in vibrant colours the quickly changing world of internet togetherness or mass or global collaboration. They even warn the readers to "take heed...collaborate or perish - across borders, cultures, disciplines and firms and increasingly with masses of people at one time."
Using Wikis for teachers in education is not new. Research has shown how the use of wikis has changed the role of teachers from instructors to facilitators. In addition, it has highlighted how collaborative wiki-based learning enables students to practise higher order thinking skills like analysis, evaluation and creation as the students co-create the course by asking and answering their own questions. The wiki can yield a living and breathing syllabus that changes passive learning into peer-developed, interdisciplinary learning opportunities.
In order for educators to harness the best use of Information Technology, it is essential for them to be equipped with information literacy skills so that they can play their roles as co-creators of information with the students more effectively.
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